This completely updated 3rd edition offers practical solutions that emphasize relationship building, curriculum relevance, and academic success. The emphasis is on preventing problems by helping students to understand each other, work well together, and develop responsibility for their own actions, but the authors also include intervention strategies for handling common and severe problems in dignified ways.Filled with real-life examples and authentic teacher-student dialogues, Discipline with Dignity is a comprehensive and flexible system of prevention and intervention tools that shows how educators at all levels can --Be fair without necessarily treating every student the same way.--Customize the classroom to reflect today's highly diverse and inclusive student population.--Seek students' help in creating values-based rules and appropriate consequences. --Use humor appropriately and effectively to respond to abusive language.--Fine-tune strategies to resolve issues with chronically misbehaving students and "ringleaders" or bullies.This book is not simply a compendium of strategies for dealing with bad behavior. It is a guide to helping students see themselves in a different way, to changing the way they interact with the world. The strategies innate to this approach help students make informed choices to behave well. When they do, they become more attuned to learning and to understanding how to use what they learn to improve their lives and the lives of others--with dignity.

    Descartes's Meditations on First Philosophy, the fundamental and originating work of the modern era in Western philosophy, is presented here in Donald Cress's completely revised edition of his well-established translation, bringing this version even closer to Descartes's original, while maintaining its clear and accessible style.

    Readers familiar with the previous edition will find a text that retains all the features that make Rulebook ideally suited for use as a supplementary course book -- including its modest price and compact size. Unlike most textbooks on argumentative writing, Rulebook is organised around specific rules, illustrated and explained soundly and briefly. It is not a textbook, but a rulebook, whose goal is to help students get on with writing a paper or assessing an argument.

    It is for teachers who refuse to harden their hearts, because they love learners, learning, and the teaching life." - Parker J. Palmer [from the Introduction] Teachers choose their vocation for reasons of the heart, because they care deeply about their students and about their subject. But the demands of teaching cause too many educators to lose heart. Is it possible to take heart in teaching once more so that we can continue to do what good teachers always do -- give heart to our students?In The Courage to Teach, Parker Palmer takes teachers on an inner journey toward reconnecting with their vocation and their students -- and recovering their passion for one of the most difficult and important of human endeavors.

    Kent Edwards recalls a story that late pastor J. Vernon McGee told about seeing children in South Africa playing a game of marbles in the dust with real diamonds. The precious stones were being handled with no regard for their true worth. Edwards fears the same thing happens today when preachers offer Scriptural truth to listeners without being completely overwhelmed by its greatness themselves in the process.Deep Preaching is his call to "rethink" preaching. Edwards helps preachers learn to preach the word in ways that will powerfully change the lives of hearers. He contends that sermons "need not settle comfortably on the lives of the listeners like dust on a coffee table." He encourages preachers to join him in casting off the lines that moor their ministries to the status-quo and make every effort to steer their preaching out of the "comfortable shallows." He urges them to preach deep sermons rather than superficial ones, moving "beyond the yawn-inspiring to the awe-inspiring, from the trite to the transforming."

    

    In Consilience  (a word that originally meant "jumping together"), Edward O. Wilson renews the Enlightenment's search for a unified theory of knowledge in disciplines that range from physics to biology, the social sciences and the humanities.Using the natural sciences as his model, Wilson forges dramatic links between fields. He explores the chemistry of the mind and the genetic bases of culture. He postulates the biological principles underlying works of art from cave-drawings to Lolita. Presenting the latest findings in prose of wonderful clarity and oratorical eloquence, and synthesizing it into a dazzling whole, Consilience is science in the path-clearing traditions of Newton, Einstein, and Richard Feynman.

    In Kant's own words its aim is to search for and establish the supreme principle of morality, the categorical imperative. This edition presents the acclaimed translation of the text by Mary Gregor, together with an introduction by Christine M. Korsgaard that examines and explains Kant's argument.

    Early in the century, he began to think about religion psychoanalytically and to discuss it in his writings. The Future of an Illusion (1927), Freud's best known and most emphatic psychoanalytic exploration of religion, is the culmination of a lifelong pattern of thinking.

    How College Works reveals the decisive role that personal relationships play in determining a student's success, and puts forward a set of small, inexpensive interventions that yield substantial improvements in educational outcomes.At a liberal arts college in New York, the authors followed nearly one hundred students over eight years. The curricular and technological innovations beloved by administrators mattered much less than did professors and peers, especially early on. At every turning point in undergraduate lives, it was the people, not the programs, that proved critical. Great teachers were more important than the topics studied, and just two or three good friendships made a significant difference academically as well as socially.For most students, college works best when it provides the daily motivation to learn, not just access to information. Improving higher education means focusing on the quality of relationships with mentors and classmates, for when students form the right bonds, they make the most of their education.

    Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received.Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeper and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, one that offers a true learning situation that is both historical and social, both orderly and dynamic.

     Second edition of a popular introductory textbook, combining breadth of coverage, practical examples, and student-friendly features Includes new sections on metaphor, framing, stance and style, multimodal discourse, and Gricean pragmatics Considers a variety of approaches to the subject, including critical discourse analysis, conversation analysis, interactional and variationist sociolinguistics, ethnography, corpus linguistics, and other qualitative and quantitative methods Features detailed descriptions of the results of discourse analysts' work Retains and expands the useful student features, including discussion questions, exercises, and ideas for small research projects.

    Yet most Americans see their culture as secular, and the United States is viewed around the world as a secular nation. Further, intellectuals and journalists often portray born-again Christians, despite their numbers, as outsiders who endanger public life. But is American culture really so neatly split between the religious and the secular? Is America as "modern" and is born-again Christian religious belief as "pre-modern" as many think?In the 1980s, born-again Christians burst into the political arena with stunning force. Gone was the image of "old-fashioned" fundamentalism and its anti-worldly, separatist philosophy. Under the leadership of the Reverend Jerry Falwell and allied preachers, millions broke taboos in place since the Scopes trial constraining their interaction with the public world. They claimed new cultural territory and refashioned themselves in the public arena. Here was a dynamic body of activists with an evangelical vision of social justice, organized under the rubric of the "Moral Majority."Susan Harding, a cultural anthropologist, set out in the 1980s to understand the significance of this new cultural movement. The result, this long-awaited book, presents the most original and thorough examination of Christian fundamentalism to date. Falwell and his co-pastors were the pivotal figures in the movement. It is on them that Harding focuses, and, in particular, their use of the Bible's language. She argues that this language is the medium through which born-again Christians, individual and collective, come to understand themselves as Christians. And it is inside this language that much of the born-again movement took place. Preachers like Falwell command a Bible-based poetics of great complexity, variety, creativity, and force, and, with it, attempt to mold their churches into living testaments of the Bible. Harding focuses on the words--sermons, speeches, books, audiotapes, and television broadcasts--of individual preachers, particularly Falwell, as they rewrote their Bible-based tradition to include, rather than exclude, intense worldly engagement. As a result of these efforts, born-again Christians recast themselves as a people not separated from but engaged in making history. The Book of Jerry Falwell is a fascinating work of cultural analysis, a rare account that takes fundamentalist Christianity on its own terms and deepens our understanding of both religion and the modern world.

    Individual teachers, as reflective practitioners, still need to make their own decisions about how they are going to get students actively involved in large classes, to teach international students, and to assess in ways that enhance the quality of learning. But now that quality assurance and quality enhancement are required at the institutional level, the concept of constructive alignment is applied to the reflective institution, where it becomes a powerful underpinning to quality enhancement procedures. widespread than expected, leaving some teachers apprehensive about what it might mean for them. A new chapter elaborates on how ET can be used to enhance learning, but with a warning that any tool, electronic or otherwise, is as good as the thoughtful use to which it is put. interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institutional basis.

    Pre-eminent Middle East scholar Richard W. Bulliet disagrees, and in this fresh, provocative book he looks beneath the rhetoric of hatred and misunderstanding to challenge prevailing--and misleading--views of Islamic history and a "clash of civilizations." These sibling societies begin at the same time, go through the same developmental stages, and confront the same internal challenges. Yet as Christianity grows rich and powerful and less central to everyday life, Islam finds success around the globe but falls behind in wealth and power.Modernization in the nineteenth century brings in secular forces that marginalize religion in political and public life. In the Christian world, this simply furthers a process that had already begun. In the Middle East this gives rise to the tyrannical governments that continue to dominate. Bulliet argues that beginning in the 1950s American policymakers misread the Muslim world and, instead of focusing on the growing discontent against the unpopular governments, saw only a forum for liberal, democratic reforms within those governments. By fostering slogans like "clash of civilizations" and "what went wrong," Americans to this day continue to misread the Muslim world and to miss the opportunity to focus on common ground for building lasting peace. This book offers a fresh perspective on U.S.-Muslim relations and provides the intellectual groundwork upon which to help build a peaceful and democratic future in the Muslim world.